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ERIC Number: EJ1087663
Record Type: Journal
Publication Date: 2016-Feb
Pages: 15
Abstractor: As Provided
Reference Count: 63
ISBN: N/A
ISSN: ISSN-1059-0145
Let's Face(book) It: Analyzing Interactions in Social Network Groups for Chemistry Learning
Rap, Shelley; Blonder, Ron
Journal of Science Education and Technology, v25 n1 p62-76 Feb 2016
We examined how social network (SN) groups contribute to the learning of chemistry. The main goal was to determine whether chemistry learning could occur in the group discourse. The emphasis was on groups of students in the 11th and 12th grades who learn chemistry in preparation for their final external examination. A total of 1118 discourse events were tallied in the different groups. We analyzed the different events that were found in chemistry learning Facebook groups (CLFGs). The analysis revealed that seven types of interactions were observed in the CLFGs: The most common interaction (47%) dealt with organizing learning (e.g., announcements regarding homework, the location of the next class); learning interactions were observed in 22% of the posts, and links to learning materials and social interactions constituted about 20% each. The learning events that were ascertained underwent a deeper examination and three different types of chemistry learning interactions were identified. This examination was based on the theoretical framework of the commognitive approach to learning (Sfard in "Thinking as communicating." Cambridge University Press, Cambridge, 2008), which will be explained. The identified learning interactions that were observed in the Facebook groups illustrate the potential of SNs to serve as an additional tool for teachers to advance their students' learning of chemistry.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education; Grade 11; Grade 12
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A